Speech

Especially to those dew drops who have made their presence in the lawns of this college for the first time, I called the Dew drops yes they are because we believe that they are as pure as the purity in the drops of dew we observe on the grass early in the morning. And now is the time to impel along with that purity in them the moral values so that they will shine in heights of the sky this also is a fact that they also have entered this premises with an aim to groom their life. Which implies that they have entered the college life where from they will come out to be the future of tomorrow’s society.

The author of Re imagine Mr. Tom Peters has assessed the colleges as, “I imagine a college system that recognizes learning is natural, that a love of learning is normal, and that real learning is passionate learning. A college curriculum that values questions above answer….. creativity above fact regurgitation…. individuality above conformity.. and excellence above standardized performance…… And we must reject all notice of reform` that serve up more of the same: more testing, more `standards`, more uniformity, more conformity, more bureaucracy.

In context to these words of Tom Peter I assure all the parents and the students sitting in front that we all under this roof are determined to inculcate good moral values among the children who enter the premises of this college because they are supposed to be the future of tomorrow, As we are all carriers of our own stories. We have never trusted our own voices. Reforms came, but we don’t make them. They were presented by people removed from colleges, by ‘experts’ such changes bi passes college.

College by college changes, however slow, could make a powerful difference. Which implies that good colleges are still possible. With these lines of ‘Deborah Meier’ I conclude my words and whole heartedly welcome the new comers here in our family Sai Pariwar. Now to start off with the official part of the welcome ceremony I request the chairman of shri Sai Baba Aadarsh mahavidyalaya, along with the secretary SSBAM, the principal of the college and the Department heads from all the faculties to come ahead for the lightening of the lamp.

An informative speech provides interesting and useful information to the audience. The information is unique and usually not something that the audience would be acquainted with. Objects, processes, events or concepts: Informative speeches can be about objects, processes, events or concepts. This is not a limited list, but a general topic format that most informative speeches tend towards.

The important thing to realize is that no matter which topic format the speech takes on, it can only be an informative speech if it conveys information that is factual, useful, instructive and/or enlightening to the audience. Introduction, body and conclusion: Most informative speeches are formatted with a defined introduction, a body of information and a conclusive ending. Clear, attention grabbing intro: The introduction to informative speeches should always be clear and catch the attention of the listeners.

The introduction should lead up to the body of the speech in such a way that it is immediately grabs the interest of the audience. It should create a clear relation between the speaker and the topic as well as relating the topic or subject to the audience to pull them in and get them excited or interested in what is to come. It should create a clear outline of what is to be covered in the body of the speech and should do so in a clear and concise way to be effective and ensure that the audience is not bored from the start.

Seamless transitions: When delivering informative speeches, the body should provide a smooth transition between the main points, ideas or concepts to convey all of the information effectively. This means that the speaker should, firstly, adhere strictly to the time limits imposed by planning ahead to present all of the information in a coherent manner and in a way that is easy for the audience to absorb and comprehend. The delivery should be natural and conversational; if it isn’t it will allow the audience to lose interest quickly and easily become distracted by the slightest diversion.

The speaker should at all times demonstrate a vibrant enthusiasm or passion for the topic – if he is not enthused by it then there is no way he can expect his audience to be. The speaker should maintain eye contact stringently and progress from one point to another in a way that does not seem forced in any way, but seems to progress naturally without any breaks in momentum. Summarize at the end: When concluding an informative speech, the aim is to try and summarize the key points of the speech to reinforce the information in the minds of the audience.

The conclusion of informative speeches should always be the means by which the speaker informs the audience that the speech is coming to an end, without actually saying so. It should review and repeat the most prominent concepts, ideas or aspects of the speech and should end the speech in the same seamless and natural way that is used throughout the speech. The important thing to note is that the conclusion is a vital part of the speech, and as such it should maintain the attention and interest of the audience until the very end.

The main idea of William J. Clinton’s speech “Remarks to the Convocation of the Church of God in Christ” is that the United States is becoming more violent every day, many innocent children are dying every day, and that he wants the American people to start doing something about it. In his speech Clinton spoke at the church where Martin Luther King Jr. last delivered a sermon about freedom. Clinton used the opportunity to address issues of crime, violence, and family as he launches his plans to make America safer for future generations.

He addressed many stories where young kids were being killed and being violent towards others. Clinton’s main argument is that the people of America need to lower the crime rate in the United States and make health care available for everyone. In his speech, Clinton claims in lines 62 and 63 that a hundred and sixty thousand children stay home from school every day because they are scared they will be hurt in their school. Clinton is saying that violence and crime is affecting many of the children here in America. In line 19, Clinton claims that the American family is being destroyed.

Clinton is claiming this as he is reenacting what Martin Luther King would say if he was still present on this Earth. In line 58, Clinton backs up his argument that we need to lower the crime rate by stating a statistic that more than 37,000 people die from gunshot wounds in this country every year. He also says in line 20 that gunfire is the leading cause of death in young men. The audience of this speech is the people of America, the members of the church that Clinton is speaking at, and anyone that is willing to make a change in America.

For example in the speech Clinton specifically mentions “so I say to you today, my fellow Americans, you gave me this job, and we’re making progress on the things you hired me to do”. In lines 147 to 149, Clinton talks about how the people of the church should stand up for what is right because they are filed with the spirit of God. Towards the end of Clinton’s speech he talks a lot about the things he would like the audience to do and accomplish. In lines 149 and 152, he says that he wants the church to make a partnership.

He also says that he wants America to be there to give structure, discipline, and love to the children of America. In the last two paragraphs of the speech Clinton talks about how he wants the audience to recognize that the ravages of crime and violence are due to the breakdown of families, communities, and the disappearance of jobs. Clinton also tells the people to honor the life and work of Martin Luther King and to honor the meaning of the church. He wants the people to replace guns with books, give the children a future, take away despair and give hope, and rebuild families, neighborhoods, and communities.

Esteemed Director Sir, Principal, Teacher’s &; my junior Colleagues. Good Morning to all of you. Now it’s time for the moment in all our lives, the moment when we leave our childhood behind and step into the world to forge our own paths in life. Obviously School days are the most memorable days to everyone. I want to share my feelings and attachment with this school with all of you. Firstly, I am thankful to my parents to join me in such a wonderful School where I got the best mentors and amazing group of friends. With the collective effort of all the staff we are all shaping our future and getting ready to play our role in the society.

Your kindness and caring for students is the reason that today I am willing to take any risk with smile and courage in my future journey of life. I especially want to thank all of you for the tender care and affection shown towards us. In last .. (time you spent in the school).. Years my teachers taught me several things. Thank you teachers, for all that you have taught me – lessons that extended well beyond the four walls of a classroom, for providing me with myriad opportunities for all round development and values in life.

Mere saying thanks to the teachers is not enough to express my gratitude. I promise that I will strive to be a successful citizen, so that all my teachers can proudly say that I am the product of the .. (school’s name).. team. Thank you, friends – for all the fun, the hilarious laughter and unforgettable moments shared with me. I wish my friends happy adventures, fantastic new friendships, amazing experiences in the future journey of a lifetime. All my teachers took me under their wings and I was always taken care of.

, written by Jeanne Wakatsuki Houston, Japanese American, and James D. Houston

This is the tough day for me to say my final goodbyes to all of you. Although we may be separated by time and distance nothing will diminish the important role of every one played in my life spent here. In future, a short walk down in to memory lane of my school days will definitely strengthen me to face any situation. All teachers &; friends kindly pardon me if anybody got hurt with my behavior during my tenure in the school. And continue to pour love and blessings towards me. Thank you and goodbye.

Anita Witek 10-12-2012 P1-P2Explain the role of effective communication and interpersonal interaction in a health and social care context. M1 Group communication In groups’ communication there are different people, some of them may like to talk a lot or be shy to talk. To make a group communication working everyone needs to be involved, and have some rules such a as when someone is talking no one is talking and everyone should listen to each other and have their own opinion or point of view. In heath and Soccial care setting group communication is used in everyday life.

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This is because the colleagues have group chats to discuss what they need to do (Collins Education, 2012). Formal Formal communication is when two people are talking to each other using the service. For example: when a person has a doctor appointment or being at work place and talk to your supervisor. The formal communications often stars with welcome such as ‘good morning’. In a health and social care setting formal communication is used nearly every day. This is because the workers talk to each other to pass on information and confirm certain things. Collins Education, 2012). In-formal In formal communication it’s hard to use with different social groups because everyone is different and everyone in groups or family and friends are using different type of method to communicate which is in formal communication. Sometimes people may do not understand each other when they are using in formal communication. In a health and social care setting in-formal communication can be difficult to use. This is because in a care home everyone is different and they come from different backgrounds.

If there family or friends came to visit them in the care home in-formal communication would be used more as they are familiar with them. (Collins Education, 2012). One-to one For me it’s the same as face to face which means, person is talking to another person. Some of the people for example me I prefer one to one communication because I feel more relaxed and no nervous also I can look to someone eyes which shows the concentration and respect and listen carful also people may be friendly by smiling and start the nice conversation which may start from interact each other.

In a health and social care setting one-to-one communication is used when the nurse needs to speak to the patient. It will be just the nurse and patient talking and if the patient needs to ask any questions they will feel comfortable as it is just them and the nurse. When other people are around the patient may not feel as comfortable because they do not want other people finding out about their needs. (Collins Education, 2012). Text messaging Most of the people are using text messaging to communicate specially teenagers; this is the quickest way to communicate with another person.

However there are some disadvantages about text messaging which is the cost if people do not have a free text they need to control the balance, the second example is a network not always you can get a text and another example is people who are receiving a text it may do not understand someone feeling. In a health and social care setting text messaging may be used when the carers need to communicate with each other. This would be easier for them to text each other instead of walking around the building trying to find the person they want to give a quick message to. (Collins Education, 2012).

Music and Drama Music and Drama is used in communication, some people may prefer to show the expression by acting or writing the song. The music communicate most with teenagers, for boys they mostly like to hear and communicate with a rap music and girls are mostly listen to the love songs when they have bad days. However the classic music is making the relaxed conversation. In a health and social care setting music and drama may be used if they do not want to communicate formally. This would be a fun way to communicate with some of the patients as it is something different. Collins Education, 2012). Speech People who came from a different location or form a different background have a own words which they are used to use or have a different accent. Most of the teenagers are using the slang which most of the adult are don’t understanding or some of the slang can everyone understand, However these days most of the words which we are using are not even in a dictionary. In a health and social care setting speech is very important because you need to be able to communicate with each other effectively. So your speech should be clear and understandable. Collins Education, 2012). Language Many people are grown with one language which may think this is the only way to communicate like me, however people as me in life time may start using the another language to communicate which is not the easiest way because some people may feel shy to talk or different reasons, most people who was born and learned with the first language are more prefer to communicate with the first language then the second. Now we can see that more people are growing up with multilingual communication which is good because they may learn several languages from birth.

In a health and social care setting language is also important because many people may not speak the same language as you. You need to make sure your language is professional in a health and social care setting so everyone can understand you. (Collins Education, 2012). Non-verbal Non-verbal means communication without saying any words. For example when people are using a text communication they are using also no verbal communication because they do not says any words. Also when people are using body language and facial expression they are using a non-verbal communication.

In a health and social care setting non-verbal communication is important because some people may not be able to speak or see. If they cannot speak you can send them a text message as an easy way to communicate with them. (Collins Education, 2012). REFERENCE LIST: Collins education. (2012). communication in health and social care. Available: http://www. collinseducation. com/resources/btechscunit1. pdf. Last accessed 12th November 2012. P2-Discuss theories of communication. Michael Argyle (1972),

Michael Argyle (1972), said “that interpersonal communication was a skill that had to be learned, just as you would learn to drive a car. He said that when you are driving a car, you have to change your method to match the conditions of what is happening on the road. ”(markedbyteachers. com) Argyle argued that, communication involved much the same ‘cycle’ as driving a car required. The stages involved in this cycle are: 1. Ideas occur- it may be that you can get a idea to communicate 2. Message coded- this is how people think about saying what they think . Message sent- this means when you send your message by speaking or writing or electronically. 4. Message received – this is when the person senses your message. 5. Message decoded- the person has to interpret or decode the message 6. Idea understood – this is when someone has understood your message. to try and clarify our ideas. Examples: 1. Idea: Hungry 2. Message coded: I’m hungry, I need food 3. Message sent: “I’m hungry, I fancy something to eat”. 4. Message received: I can tell from his body language that he has heard y message; he nods his head slightly 5. Message decoded: He decodes the message in his head 6. Message understood: He understands what I have said . http://www. markedbyteachers. com/gcse/health-and-social-care/developing-effective-communications-in-health-and-social-care. html Accessed on Monday 10th December 2012 Tuckman’s Model Forming: It’s a meeting people for the first time and sharing information with each other’s. Storming: This involves tension, struggle and sometimes arguments about the way the group might function.

Norming: This is when group of people get together and has a meeting of agreeing on the group values. Performing: after all that, the group can begin to get some work done, on the basis of a relatively stable structure. Adjourning: is the break-up of the group, hopefully when the task is completed successfully, its purpose fulfilled; everyone can move on to new things, feeling good about what’s been achieved. ( businessballs. com) http://www. ncsu. edu/csleps/leadership/Group%20Develoment%20-%20Tuckman. pdf Accessed on Monday 10th December 2012

Linguistic peculiarities of publicistic style The publicistic style is used in public speeches and printed public works which are addressed to a broad audience and devoted to important social or political events, public problems of cultural or moral character. It falls into three varieties, each having its own distinctive features. Unlike other formal styles, the publicist style has spoken varieties, in particular, the oratorical sub-style. The development of radio and television has brought into being a new spoken variety ??“ the radio and television commentary. The other two are theessay and articles in newspapers, journals and magazines.

The general aim of the publicist style is to exert influence on public opinion, to convince the reader or the listener that the interpretation given by the writer or the speaker is the only correct one and to cause him to accept the point of view expressed in the speech, essay or article not merely by logical argumentation, but by emotional appeal as well. 1. Explain the differences and similarities between publicistic and scientific prose style. This brain-washing function is most effective in oratory, for here the most powerful instrument of persuasion is brought into play: the human voice.

Due to its characteristic combination of logical argumentation and emotional appeal, the publicistic style has features in common with the style of scientific prose or official documents, on the one hand, and that of emotive prose, on the other. Its coherent and logical syntactic structure, with an expanded system of connectives and its careful paragraphing, makes it similar to scientific prose. Its emotional appeal is generally achieved by the use of words with emotive meaning, the use of imagery and other stylistic devices as in emotive prose.

The publicistic style also has some elements of emotionally coloured colloquial style as the author has no need to make their speech impersonal (as in scientific or official style), but, on the contrary, he or she tries to approximate the text to lively communication, as though they were talking to people in direct contact. 2. Explain the typical features of oratory and speeches. The oratorical style is the oral subdivision of the publicistic style. The most obvious purpose of oratory is persuasion, and it requires eloquence.

This style is evident in speeches on political and social problems of the day, in orations and addresses on solemn occasions as public weddings, funerals and jubilees, in sermons and debates and also in the speeches of counsel and judges in courts of law. The sphere of application of oratory is confined to appeal to an audience and therefore crucial issues in such spheres as science, art, or business relations are not touched upon. Direct contact with the listeners permits the combination of the syntactical, lexical and phonetic peculiarities of both the written and spoken varieties of language.

In its leading feature, however, the oratorical style belongs to the written variety of language, though it is modified by the oral form of the utterance and the use of gestures. Certain typical features of the spoken variety of speech present in this style are: a) direct address to the audience by special formulas (Ladies and Gentlemen! ; My Lords! ??“ in the House of Lords; Mr. Chairman! ; Honourable Members! ; Highly esteemed members of the conference! ; or, in less formal situation, Dear Friends! ; or, with a more passionate colouring,My Friends! ).

Expressions of direct address can be repeated in the course of the speech and may be expressed differently (Mark you! Mind! ). b) special formulas at the end of the speech to thank the audience for their attention (Thankyou very much; Thank you for your time). c) the use of the 1st person pronoun we; 2nd person pronoun you: We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness??¦(Th. Jefferson, The Declaration of Independence). ) the use of contractions I??™ll; won??™t; haven??™t; isn??™t and others: We??™re talking about healing our nation. We??™re not talking about politics. We??™re all here to do everything in our power to save lives??¦ I??™m here to thank you for hearing that call. Actually, I shouldn??™t be thanking you, I should be thanking a Higher Power for giving you the call (George W. Bush). e) features of colloquial style such as asking the audience questions as the speaker attempts to reach closer contact: Sometimes it is said that man cannot be trusted with the government of himself.

Can he, then, be trusted with the government of others? Or have we found angels in the forms of kings to govern him? (Th. Jefferson), or calling upon the audience: Let us then, with courage and confidence, pursue our own federal and republican principles (ibid). Like the colloquial style, oratory is usually characterized by emotional colouring and connotations, but there is a difference. The emotional colouring of the publicist style is lofty ??“ it may be solemn, or ironic, but it cannot have the ???lowered??? connotations (jocular, rude, vulgar, or slangy) found in colloquial speech.

The vocabulary of speeches is usually elaborately chosen and remains mainly in the sphere of high-flown style: Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived and so dedicated in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.

It is altogether fitting and proper that we should do this (A. Lincoln, The Gettysburg Address). The stylistic devices employed in the oratorical style are determined by the conditions of communication. If the desire of the speaker is to rouse the audience and to keep it in suspense, he will use various traditional stylistic devices. Stylistic devices are closely interwoven and mutually complementary thus building up an intricate pattern. For example, an antithesis is framed by parallel constructions, which, in their turn, are accompanied by repetition, while a climax can be formed by repetitions of different kinds.

But, in a larger sense, we cannot dedicate ??“ we cannot consecrate ??“ we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.

It is rather for us to be dedicated to the great task remaining before us ??“ that from these honoured dead we take increased devotion to that cause for which they gave the last full measure of devotion ??“ that we here highly resolve that these dead shall not have died in vain??“ that this nation, under God, shall have a new birth of freedom ??“ and that the government of the people, by the people, for the people, shall not perish from the earth (A. Lincoln). As the audience rely only on memory, the speaker often resorts to repetition to enable his listeners to follow im and retain the main points of the speech. Repetition is also resorted to in order to persuade the audience, to add weight to the speaker??™s opinion. The following extract from the speech of the American Confederate general, A. P. Hill, on the ending of the Civil War in the U. S. A. is an example of anaphoric repetition: It is high time this people had recovered from the passions of war. It is high time that counsel were taken from statesmen, not demagogues??¦ It is high time the people of the North and South understood each other and adopted means to inspire confidence in each other.

A mere repetition of the same idea and in the same linguistic form may bore the audience and destroy the speaker-audience contact, therefore synonymous phrase repetition is used instead, thus filling up the speech with details and embellishing it, as in this excerpt from a speech on Robert Burns: For Burns exalted our race, he hallowed Scotland and the Scottish tongue. Before his time we had for a long period been scarcely recognized; we had been falling out of recollection of the world. From the time of the Union of the Crowns, and still more from the legislative union, Scotland had lapsed into obscurity.

Except for an occasional riot, or a Jacobite rising, her existence was almost forgotten. (All those different phrases simply repeat the idea ??? nobody knew us, Scots, before???). Repetition can be regarded as the most typical stylistic device of the English oratorical style. Almost any piece of oratory will have parallel constructions, antithesis, climax, rhetorical questions and questions-in-the-narrative. It will be no exaggeration to say that almost all typical syntactical devices can be found in English oratory. Questions are most frequent because they promote closer contact with the audience.

The change of intonation breaks the monotony of the intonation pattern and revives the attention of the listeners: No? You don??™t want to leave the U. N. to the Europeans and Russians? Then let??™s stop bellyaching about the U. N. , and manipulating our dues, and start taking it seriously for what it is ??“ a global forum that spends 95 percent of its energy endorsing the wars and peacekeeping missions that the U. S. wants endorsed, or taking on the thankless humanitarian missions that the U. S. would like done but doesn??™t want to do itself. The U. N. actually spends only 5 percent of its time annoying the U. S.

Not a bad deal! (Thomas L. Friedman. The New York Times, May 29, 2001) The desire of the speaker to convince and to rouse his audience results in the use of simile and metaphor, but these are generally traditional ones, as fresh and genuine stylistic devices may divert the attention of the listeners away from the main point of the speech. Besides, unexpected and original images are more difficult to grasp and the process takes time. In political speeches, the need for applause is paramount, and much of the distinctive rhetoric of a political speech is structured in such a way as to give the audience the maximum chance to applaud.

One widely used technique is an adaptation of an ancient rhetorical structure ??“ the three-part list: X, Y, and Z. These lists are not of course restricted to politics only: signed, sealed and delivered; Father, Son, and Holy Spirit; Tom, Dick, and Harry; the truth, the whole truth, and nothing but the truth; this, that, and the other. Such lists, supported by a strong rhythm and a clear rising + falling intonation sequence, convey a sense of rhetorical power, structural control, and semantic completeness. They are widely used in formal writing.

And they are especially common in political speeches, where the third item provides a climax of expression which can act as a cue for applause. In an acclaimed study of speech and body language in political speeches, using videotaped data, specialists found such instances: * Governor Wallace: and I say segregation now, segregation tomorrow, and segregation forever. * Norman Tebbit: Labour will spend, and borrow and borrow, and tax and tax. * Tony Ben: and they kill it secretly, privately, without debate. History and literature provide numerous examples: * Abraham Lincoln: Government of the people, by the people, for the people. Mark Anthony: Friends, Romans, Countrymen??¦ * Winston Churchill: This is not the end. It is not even the beginning of the end. But it is perhaps the end of the beginning. And even crowds use tripartite sequences: Lone voice: Maggie, Maggie, Maggie. Crowd: In, in, in. Consider the prosodic pattern of a fragment of the speech delivered by Margaret Thatcher at the Conservative Party Conference in 1980. (Pauses are shown in seconds or tenth of a second; stressed words are underlined; pitch jumps are shown by arrows): This week has demonstrated (0,4) that we are a party unitedin ?± purpose (0,4), strategy (0,2) and re??solve.

Audience: Hear, hear (8,0). (After M. Atkinson, 1984. ) In the House of Commons, as in other government chambers, the period set aside for MPs to put questions to ministers is a linguistic game par excellence. The formal asking of a question is a chance to do several things ??“ to focus public attention on an issue, express identity with a party political line, or cause trouble for the ???other side??™. It is a chance to get oneself noticed, settle old scores, or repay a constituency debt. Just occasionally, it is a real question, to which the questioner wishes to receive a real answer.

Parliamentary questions are asked for a reason, which are often little to do with the semantic content of the question and more to do with the kind of confrontation which is taking place. Skilled politicians can resort to several techniques in order to evade an awkward question e. g. to ignore the question, to decline to answer it, or acknowledge it without answering it, etc. The questions politicians receive are rarely straightforward, but are preceded by a series of often unclear and controversial claims. This can be seen in the analysis of one question which was addressed to a cabinet minister during a radio interview.

Well now ??“ when Mr. Helistine protested at the cabinet meeting on December 12th ??“ over the fact that Mrs. Thatcher had cancelled this meeting on December 13th ??“ he raised a protest ??“ which as you know ??“ in his resignation statement he said ??“ he said wasn??™t recorded in the cabinet minutes ??“ and now he??™s gone back and said that he wants that protest recorded ??“ can you say ??“as ??“as a bit of an expert on the constitution ??“ probably more than a bit of an expert ??“ can you honestly say ??“ as a member of the cabinet ??“ that you were happy that Mrs.

Thatcher allowed proper discussion by all the cabinet in detail of this very important decision for defence? Elucidating the content of this question brought to light 20 possible issues, among them * Presuppositions for the validity of the question: There was a decision on defence. The decision was important. The cabinet did not properly discuss the decision??¦ * Assertions about others: Thatcher cancelled the cabinet discussion. Helistine protested the cancellation. Somebody omitted the protest from the record??¦ * Attributions about respondent: You are an expert on the constitution.

You are a member of the cabinet??¦ * Propositions in question: Thatcher allowed discussion. Thatcher allowed discussion in detail??¦ * Questions to be answered: do you agree that some/all propositions are true? Can you agree that some/all propositions are true and be honest about it? * Yes * No Of course, no one would have reached cabinet minister rank who would use such one-word answers by way of reply. What the questioner will receive is better categorized as a response rather than an answer. 3. Explain the most characteristic language features of essay.

This genre in English literature dates from the 16th century, and its name is taken from the short ???Essays??? (=experiments, attempts) by the French writer Montaigne, which contained his thoughts on various subjects. An essay is a literary composition of moderate length on philosophical, social or literary subjects, which preserves a clearly personal character and has no pretence to deep or strictly scientific treatment of the subject. It is rather a number of comments, without any definite conclusions.

Consider an extract from Ben Johnson (16th century): Language most shows a man; speak, that I may see thee. It springs of the most retired and in most parts of us, and is the image of the parent of it, the mind. No glass renders a man??™s form or likeness so true, as his speech, and, as we consider features and composition in a man, so words in language. Some men are tall and big, so some language is high and great. Then the words are chosen, the sound ample, the composition full, all grace, sinewy and strong.

Some are little and dwarfs; so of speech, it is humble and low; the words are poor and flat; the members are periods thin and weak, without knitting or number. Nowadays an essay is usually a kind of feature article in a magazine or newspaper. Essays are written commonly by one and the same writer or journalist, who has cultivated his own individual style. Some essays, depending on the writer??™s individuality, are written in a highly emotional manner resembling the style of emotive prose (Hail, Nickel. Mother of Murder! Blessed destroyer of human flesh! Balm of twenty-six million corpses in six years!

D. Cusack), others resemble scientific prose and the terms review, memoir, or treatise are more applicable to certain more exhaustive studies: Taking English Poetry in the common sense of the word, as a peculiar form of the language, we find that it differs from prose mainly in having a regular succession of accented syllables. In short it possesses metre as its characteristic feature??¦(S. Maugham). The essay on moral and philosophical topics in modern times has not been so popular, probably because a deeper scientific analysis and interpretation of facts is required.

The essay in our days is often biographical; people, facts and events are taken from life. These essays differ from those of previous centuries ??“ their vocabulary is simpler and so is their logical structure and argumentation. But they still retain all the leading features of the publicist style. The most characteristic language features of the essay, however, remain 1. brevity of expression; 2. the use of the first person singular, which justifies a personal approach to the problems treated; 3. rather expended use of connectives, which facilitates the process of grasping the correlation of ideas; 4. the abundant use of emotive words; 5. the use of similes and metaphors as one of the media for the cognitive process. In comparison with the oratorical style, the essay aims at a more lasting, hence at a slower effect. Epigrams, paradoxes and aphorisms are comparatively rare in oratory, as they require the concentrated attention of the listener. In the essay they are commoner, for the reader has an opportunity to make a careful and detailed study both of the content of the utterance and its form.

English Speech: How would you feel if your mother had to clean other people’s houses to make a living? How far would you really go for a friend, would you sacrifice a love life, your education? Out of all the books I have read, I absolutely love Tim Winton’s short stories, 2 short stories that I loved are “On Her knees” and “Big World”.

I have particularly enjoyed “On her knees” not only because of its intriguing name but because it depicts the issue of dignity throughout the whole story and it taught me that “there is more honor in scrubbing other people’s floors than in having strangers scrub your own”, the second story “Big World” depicts the issue of friendship which also teaches me that “Friendship can evolve through the smallest of incidents” Now to the short story “Big World” which is about an emotional journey for a young man and his friend Biggie, who have recently failed their exams.

As life becomes monotonous by working in a abattoir, they decide to escapee and go as far away as they can from the town they had lived in, Angelus, so they buy an old VW which later breaks down and as the realization seeps in on how stupid the idea was, they decide to go separate ways. Friendship is one of the main themes in this short story; it expresses the idea of two friends who make sacrifices for each other so their friendship will be able to continue on.

This can be seen in several times in the story; one is where the persona sacrifices his love for Briony9 Nevis, quote: “out of loyalty” and when the persona does Biggie’s homework “…his whole academic success was his essay on the demise of Led Zeppelin, but then I wrote that for him…” A technique that shows friendship is first person, making it seem as a personal experience, this point of view also enables the author to manipulate the reader’s feelings and judgments. This method also helps in creating an atmosphere where the reader feels as if he or she is one with the narrator which gets the story to be more involving.

For example: In the short story, the event in which Biggie’s father is described as a beater and that if Biggie were to return home his father “His father would beat the shit out of him…” which creates a sense of sympathy towards Biggie and a sense of antipathy towards his father. “On her knees” which is about a son’s perception of his mother’s cleaning work that is contrasted with pride and dignity, which is accentuated when she is falsely accused of theft. The short story itself is about dignity, about maintaining dignity and understanding its meaning.

What makes this a good read, is that the title itself contradicts the whole idea of dignity, the fact that when someone is on their knees, they are in a degrading state but in this short story Winton has effectively shown that this is not true and that no matter what occupation your mother has you will always be quote: “proud of her good name”. The narrator Victor Lang loathes to see his mother lower herself and degrade her own dignity just to provide an education for him quote: “… my mother cleaned houses to pay debts and keep us afloat and get me through university… , this depicts how the mother had a “come-down” from her previous job as a receptionist, as long as her son is well provided for, such a high class occupation to a “domestic benchmark”. The “veins livid in her legs” represent labor, pain and strain which in contrast to the character of the house owner is regarded as admirable. A further comparison of the narrator’s and the owner’s shows that while they of low class have a neat clean home, those of “higher class” have a messy one full of neglect. A sad truth is put forth in this story where the value of a pair of earrings surpasses the value of a human being.

A technique that shows dignity is symbolism. For example: the action of the boy taking a shower can be translated into a wanting to escape form this situation. The mother is said to give the boy a “lecture”, which suggests that she is in control leading to another symbol of imprisonment for the boy. The car is another clever use of symbolism where the car represents the boy’s life. It is said to be “reeking” which shows that the narrator hates his life. The cranking down of the window represents a desire to escape.

The mother is said to be driving carefully which shows two things: a) that she is in control of his life and b) that she makes sure she takes the safest route, protecting her son from harm. Not only have both of these short stories alienated me in such a way, but I found these stories surprisingly beautiful, I highly advise for you to read these two great short stories, because the next time you are facing troubles in life, you remember what Carol Lang had to go through in life, remember what happens when you don’t face your problems in life, not like a boy, but like a man.